This blog contains a series of movie segments to be used to brainstorm, warm up, follow up, and activate schemata, preparing the students for the topic that will be discussed in class. Here you will find the segments, the lesson plans, and varied topics to foster conversation. You may use the activities for a full two-hour class or they can be used separately to brainstorm or wrap up the topic, focusing on conversation, vocabulary and listening comprehension.

Wednesday, April 30, 2014

Blackfish, a critically acclaimed documentary is SeaWorld's worst nightmare. The documentary focuses on a captive orca, Tilikum, who was torn away from his family when he was just 2 years old and, out of frustration caused by 20 years of intense confinement, isolation, and lack of emotional and intellectual stimulation, has killed three humans. Keeping animals in captivity for entertainment shows is very polemic and controversial. Perfect for conversation classes.

I. Discuss these questions:

1. What's your opinion about animals shows, like the ones in Sea World or Circuses?

2. Have you ever attended one of those shows? Describe it? How did you like it?

3. Do you think it is a worth-discussing matter? Why (not)?

4. Are animal trainers helping or harming those animals? Explain it.

5. Should these shows be banned? Why (not)?

Read the article provide by PETA, a very important organization that protects animal and their opinion about animals in captivity. Information taken form:

In the first case of its kind, PETA, three marine-mammal experts, and two former orca trainers are filing a law suit asking a federal court to declare that five wild-caught orcas forced to perform at Sea World are being held as slaves in violation of the 13th Amendment to the U.S. Constitution. The filing—the first ever seeking to apply the 13th Amendment to nonhuman animals—names the five orcas as plaintiffs and also seeks their release to their natural habitats or seaside sanctuaries.

The suit is based on the plain text of the 13th Amendment, which prohibits the condition of slavery without reference to "person" or any particular class of victim. "Slavery is slavery, and it does not depend on the species of the slave any more than it depends on gender, race, or religion," says general counsel to PETA, Jeffrey Kerr.

The five wild-captured orca plaintiffs are Tilikum and Katina (both confined at SeaWorld Orlando) and Kasatka, Corky, and Ulises (all three confined at SeaWorld San Diego).
"All five of these orcas were violently seized from the ocean and taken from their families as babies. They are denied freedom and everything else that is natural and important to them while kept in small concrete tanks and reduced to performing stupid tricks," says PETA President Ingrid E. Newkirk. "The 13th Amendment prohibits slavery, and these orcas are, by definition, slaves."

Orcas are intelligent animals who, in the wild, work cooperatively, form complex relationships, communicate using distinct dialects, and swim up to 100 miles every day. At SeaWorld, they are forced to swim in circles in small, barren concrete tanks. Deprived of the opportunity to make conscious choices and to practice their cultural vocal, social, and foraging traditions, they are compelled to perform meaningless tricks for a reward of dead fish.

Our understanding of animals grows every day. Animals are no longer regarded as "things" to dominate, but as breathing, feeling beings with families, dialects, intellect, and emotions. Just as we look back with shame at a time when we enslaved other humans and viewed some people as property less deserving of protection and consideration, we will look back on our treatment of these animals with shame. The 13th Amendment exists to abolish slavery in all its forms—and this lawsuit is the next step.

II. Discuss.

1. Is PETA exaggerating or do they have a strong argumentation for the issue?

2. Would you join such a cause? Explain it?

3. What are their strongest/weakest arguments?

4. Look at the ads below and explain their messages and if you agree with them.

III. Watch the movie segments and discuss the questions:

1. Describe the scene:

1. How are these animals trained?

2. Why aren't the incidents published in most newspapers?

3. What were the incidents/accidents that they mentioned in the documentary?

4. What do you think that should be done in the case of the accidents?

Tuesday, April 15, 2014

Carrie is an amazing book by my favorite author, Stephen King. The first version of the movie in the 70's is a master piece of horror. It is one of my all time favorite movies. The remake, though, is not as good as the original one, but it is very faithful to the book's plot. I also liked it. One of my readers asked me for a post about prom nights and I immediately thought about Carrie. I hope you, Marcia, and everyone enjoys it, especially because it is a cultural topic. In Brazil, for example, there isn't such a thing called prom night. Here we have graduation parties which are very different from prom nights. Enjoy it, Marcia. And thanks for the suggestion.

PROM NIGHT:

For many students, prom night exists as the single most important social event of the year. It has evolved from a simple dance in the 1950s to a major yearly event that involves a great deal of time, effort, planning and money. Traditionally, prom night occurs in the spring. The junior class gives the prom for the senior class, and it serves as a gift to graduating seniors. Effects on the wallet of parents continue to grow along with the list of activities. Parents are willing to spend a great deal of money on items such as limousines and expensive attire to be sure that the event is memorable for their student. Prom night provides the students involved with wonderful memories of a very special night that may be their first formal date and dance. Additionally, prom night provides closure in the form of a special event near the end of the year for seniors.

1. What do you know about prom night? Does the definition above surprise you? Do you have a similar event in your country (city)?

2. Do you think it is an important event in a teenager's life? Why?

3. Do you think it is a cool or tacky ceremony? Why?

4. Being such an important event in their lives, how do you think teenagers spend the the day before prom night? What do you think they wear on prom night? How different are the girls and the guys' expectations for prom night?

II. Read the short text below and check your answers:

What is prom night today? Prom night is still the most important dance of high school senior year. And like always, the night still revolves around having a date. Most teens would rather avoid the prom altogether than arrive without a date. Guys agonize over whether the answer will be “yes” or “no” when they ask a girl to the prom. They don’t realize that girls devote months toward relationships to be asked by the right person. On prom night, the girls spend hours getting dressed together. The guys hang out a while, and then get dressed at the last minute. Formal dress is still in, with the girls wearing gowns and the boys wearing tuxedos. Spending the night with a rented limousine is perhaps the most popular tradition, whether individually or as a group. Before-prom dinners are still common. The boy is expected to cover these expenses.

How has prom night changed? In the last decade, some schools are renting ballrooms for the prom, and teenagers are increasingly renting hotel rooms for the weekend. A recent trend has seen groups of formally dressed teens descending on local bowling alleys before prom. Something that has not changed is that when the boy arrives at the girl’s home, he is likely to be greeted by proud parents wielding a camera. That’s also what prom is.

Thursday, April 10, 2014

I truly recommend Emperor. I love the story and the acting. Chernobyl diaries is just a thriller that uses the nuclear power accident in Chernobyl as a reason for startling the audience. Both scenes are great!

I. Half of the class (A) reads the pros and the other half (B) read the cons of nuclear power use and investment. Then students A and B pair up to share what they read. Pairs must decide, then, whether nuclear power plants are worth-investing in. They must be able to justify their answers.

PROS

Lower carbon dioxide (and other greenhouse gases) released into the atmosphere in power generation.

Low operating costs (relatively).

Large
power-generating capacity able to meet industrial and city needs (as
opposed to low-power technologies like solar that might meet only local,
residential, or office needs but cannot generate power for heavy
manufacturing).

Existing and future nuclear waste can be reduced
through waste recycling and reprocessing, similar to Japan and the EU
(at added cost).

CONS

High construction costs due to complex radiation containment systems and procedures.

High subsidies needed for construction and operation, as well as loan guarantees.

Subsidies and investment could be spent on other solutions (such as renewable energy systems).

High-known risks in an accident.

Unknown risks.

Long construction time.

Target for terrorism (as are all centralized power generation sources).

Uranium
sources are just as finite as other fuel sources, such as coal, natural
gas, etc., and are expensive to mine, refine, and transport, and produce
considerable environmental waste (including greenhouse gasses) during
all of these processes.

The majority of known uranium around the
world lies under land controlled by tribes or indigenous peoples who
don’t support it being mined from the earth.

The legacy of environmental contamination and health costs for miners and mines has been catastrophic.

Waste lasts 200 – 500 thousand years.

There
are no operating long-term waste storage sites in most countries.

Shipping nuclear waste internationally
poses an increased potential threat to interception to terrorism (though
this has not happened yet with any of the waste shipped by other
countries). Increasing the amount of waste shipped, particularly in less
secure countries, is seen as a significant increase in risk to nuclear
terrorism.

II. Watch the segment from the movie Chernobyl Diaries and discuss the questions.

1. Describe the scene.

2. What happened in Chernobyl? Why are these tourists there?

3. Would you like to visit such a place? Why (not)?

4. Is it a good example of what can happen with nuclear power plants or was it just an accident that will not happen again?

III. Watch the segment from the movie Emperor and discuss the questions:

1. Describe the scene.
2. What happened in Japan?
3. Would you like to visit such a place? Why (not)?
4. Is it a good example of what can happen with nuclear power use or was it just a moment in history that will not happen again?
5. What can be done so that nuclear power is not used for war purposes?

MY OTHER BLOG

Movie Segments to Assess Grammar Goals

About Me

I'm a teacher at Casa Thomas Jefferson, Brasilia, Brazil. I'm a Branch Coordinator and Teacher Trainer as well. I really like movies and seeing them with "different" eyes, trying to see how I can use them in my classroom. Recently, I have dedicated my ideas to grammar activities with movie segments because, apparently, teachers use movies for many purposes, but grammar. Working with movie segments fosters students' production and interest. I truly believe that grammar exercises should be attractive. I have just developed a new blog for movie segments to enhance topic based classes, focusing on conversation, listening comprehension and vocabulary acquisition. If you have suggestions for the blogs and the activities, just say it!

Casa Thomas Jefferson

O Inglês Como Deve Ser

Welcome

The main purpose of this blog is to share activities to enhance the teacher's lesson plan. They will not replace the course book, but they will make the lessons more attractive and richer. Share your warm-up activity with movie segments too. You may email it to me at claudioazevedo@thomas.org.br and the activity will be credited to you with a link to your own site if it's the case. Give me suggestions for topics and segments too, please. Isn't sharing just fantastic?